Development of IBSE in Basic Education of China --- The Progress of “Learning by Doing” Science Education Reform Program Ye Zhaoning Educational Center of “Learning by Doing” Science Education Pilot Reform Research Center for Learning Science, Southeast University, Nanjing Thinktank: Handsbrain Education, Jiangsu 2010 - 5
The international action of La Main a La Pate
Page 42-45
Our Group
CAST Educational Center of “Learning by Doing” Science Education Pilot Reform Research Center for Learning Science, Southeast University, Nanjing, China Thinktank: Handsbrain Education, Jiangsu, China
Academician Wei Yu
“Learning by Doing” Program--LBD
Nov. 2000, International Symposium for Science and Mathematics at the Primary School (ICSU, CCBS, MOE, CAST, UNESCO, BNU)
Clearly pointed out that the inquiry based science education (IBSE) tests will be conducted in the basic education in China.
“Learning by Doing” Program--LBD
In 2001, MOE, CAST and CAS co-sponsored “Learning by Doing” Science Education Reform Program. It is an important education reform project aiming at promoting the development of China's Inquiry Based Science Education in kindergartens and primary schools and exploring how to effectively achieve the goal of quality education.
National Document of MOE, 2003, for LBD Program
The Goals of LBD
Protect the children's curiosity and inspire learning initiative of science. Stimulate imaginations and expand scientific thinking. Access the important scientific concepts and the linkages between the scientific concepts. Learn the skills of science inquiry. Improve the ability of cooperation and communication. Promote the development of the language and expression ability. Train the students to learn the attitude of taking the initiative to explore. Foster the attitude of co-operation and seeking the truth from facts.
The Principles of LBD
Orientation to every child and taking into account difference between individual children. Laying foundation for child to learn through his/her lifetime, and more importantly, for children to learn how to live. Teaching contents should be derived from life and drawn from the surroundings. To guide the children to take the initiative to explore and experience the process of inquiry. Teachers are the supporters and guides for the children to learn science, Using encouraging assessment, including formative assessment. The scientists and educators will carry out the science education jointly. The power of communities and families will be fully mobilized to support science education. The modernized internet will be used to promote the domestic and international exchanges and cooperation.
“Learning by Doing” Program--LBD
At beginning: 4 pilots, 44 schools, 2001 Now: 22 pilots, 2000 schools, More than 200,000 students participated in LBD First Pilots
Second Pilots
Website: www.handsbrain.com
The organization of LBD Ministry of Education (MOE)
China Association for Science and Technology (CAST)
Youth Science Education Panel of CAST Education Bureau and Pedagogy Section of pilot areas
Chinese Academy of Sciences (CAS)
Affiliated Associations of CAST
Education Center for LBD program supported by colleges and universities
Scientists
GE Foundation Li Ka Shing Foundation Kindergartens and primary schools participating in the program
The supporting website of “Learning by doing” science education program
“Learning by Doing” Program--LBD
Inquiry-based Science Education activities in Kindergartens and Primary Schools
“Learning by Doing” Program--LBD
Content Standard of LBD
Teaching Guide of Inquirybased Science Education
The Content Standard of LBD
Four science domains: material and physical science life science earth and environmental science design and technology Inquiry Skills Social Emotion
The main task of LBD
Develop the Science Education Standard of LBD Develop teaching resources Conduct teacher training, compile training materials Do assessment of LBD Organize international cooperation and communication on STE
Development of teaching resource Module Name Grade
material and physical science
Fruit basket Kindergarten Water and ice
life science
earth and environmental science
design and technology
Find the world Senses
Air
My boats
silkworm Plant growth
Weather Soil
Little architects Simple machines
Grade1～ ～2
Solid and liquid Force and motion
Grade 3～ ～4
Sound Change in water Electro circuit Cold and hot
Eco-systems Ourselves
Rocks and minerals Making car Earth and the Electric Car sun
Grade 5～ ～6
magnetic and electric Light
Micro world
Protect the environment
Flight
Development of teaching resource
Student’s notebook
Teacher guide for STE
Development of teaching resource
Student’s book
Development of teaching resource
Teaching material for teachers and children
Professional development of teachers in LBD Model
Participants Teachers and trainers Introduction get entrance to LBD
Major Contents
Duration
Introduction of Science, IBSE, and LBD Instruction of IBSE Assessment of IBSE
Two weeks 3 days For 1-2 modules
Modules Instruction
Teachers
Science concepts, Experiment design Teaching strategies Implementation of formative assessment
High Level Training
Teachers and trainers who have teaching experiences in LBD
Content Standard of LBD, Core Concepts of Standard, Curriculum design and case study Design of formative assessment
1-2 days
Trainers and researchers
Overview of the development of IBSE in the world, Scientific basis of Learning science and child development, Content Standard of LBD, Strategies discussion and case study
7-10 days
National training for trainers
Professional development of teachers in LBD
Introduction training
High Level Training
Modules Instruction training
training for trainers
Special Lectures
Topic discussions in group
Communication by record
Topic discussions with scientist
classroom activities
The Practice and Research in LBD Program
Operation
The Practice and Research in LBD Program
Discussion
Cooperation
The Practice and Research in LBD Program
Recording
The Practice and Research in LBD Program
Communication
Listen carefully
Presentation
The Practice and Research in LBD Program
Wei Yu, inspiration by the 7 years exploration of “Learning by Doing” Program, national meeting of LBD, 2008.10, Shanghai
Influence on national education policy
Outline of the National Scheme for Scientific Literacy (2006-2010-2020), Feb. 6, 2006, China’s State Department
Photo of outline
promote the capacity building of Chinese scientific literacy, through the development of science and technology education, communication and popularization. http://www.kxsz.org.cn/english.html
Influence of national education policy
The tasks to improve the minor’s scientific qualities include: Raise minors’ awareness of the Scientific Outlook on Development, the importance of harmonious coexistence of man and nature and sustainable development. Improve science education at the primary education phase, raising the quality of science education at schools. Popularize the compulsory education in the rural areas, raising the quality of science education at the rural primary and middle schools. Initiate science outreach activities and social practice in diverse forms
Revision Work for National Science Curriculum Standard
MOE initiated revision work of National Science Education Curriculum Standard in April 2007. The working group included scientists, education experts and front-line teaching and research staff, and headed by professor Wei Yu. The Content Standards and the practice process for LBD provided valuable experience.
National Science Curriculum Standard in Primary Schools (Grades 1—6) (The Revised Version for Approval)
Revision Committee of National Science Curriculum Standard in Primary Schools March 2010
National Science Curriculum Standard in Primary Schools
Four science domains: material and physical science life science earth and environmental science design and technology Inquiry Skills Scientific Attitude
Core Concepts Cross Domains
System, Order and Organization Demonstration, Model and Explanation Conservation, Variation and Measurement Structure and Function Reason and Result Evolution and Diversity
Core Concepts (Big Ideas) in Each Domain
topic
Core concepts
(Written in the National Standard, only for researchers and trainers)
topic
Science of Matter
Core concepts
Core concept cross domain
Core Concept in each domain
Main Concept
Sub-concept Examples Outcome of Learning
21 Main Concepts that required to know and understand, including 10 in the domain of Matter Science, 8 in the domain of Life Science and 4 in the domain of Earth and Space Science. The sub concepts decomposed from main concepts are total 124. There are 3 main concepts and 15sub concepts in design and technology 5 basic elements are listed in the science inquiry
Core Concepts(Big Ideas)in Each Domain
Main Concepts in Domains (Asked Understanding)
Sub-Concepts in Each Main Concept (Could be Chose)
Learning outcome
Examples of facts surrounding daily life
Students Learning
Curriculum Design
Standard Developing
Core Concepts(Big Ideas) Cross Domains
Designed by Dr. Wei Yu
The Web of National Standard of Science Education in China http:// www.nsse.org.cn
In the revising National Standard of Science Education based on the experiences of LBD we got in the past 7 years
INTERNATIONAL COOPERATION
The International Cooperation in LBD
Cooperation with “La main a la pate ”
The International Communication in LBD
France-China Meeting –Learning by Doing/La main a la pate Sino-French Symposium on “LBD”, from 2001 to 2009, once in every year
Academician Wei Yu, Pierre Lean, Yves Quere co-signed on the memorandum of cooperation, in the Sino-French Symposium on “LBD”, Oct. 2008, Kunming
Prof. Saltiel and Sarmant were discussing the LBD content standard and national standard with Chinese experts. 2006-4
2008-
The International Cooperation in LBD
Discussing with IAP experts
Experts from Mind, Brain and Education (MBE)
Since 2005, with the financial supports of the GE Foundation and the Li Ka Shing Foundation, LBD Program undertook in urban low-income groups and less developed western regions.
GE Foundation
The Inspiration of LBD
(1) Reformation and development of STE in China need an effective platform, on which the areas of education and science can join together and pull together. (2) Educational reform must be implemented seriously in scientific attitude and supported persistently by scientific researches. (3) In order to explore the science education reform in China, we must insist on persistent international cooperation and communication; on the other hand, after introducing and digesting, we must insist on developing our own materials for teaching students and training teachers on the basis of Chinese practical situation. (4) Apply new information technology and internet technology Wei Yu, inspiration by the 7 years exploration of “Learning by Doing” Program, national meeting of LBD, 2008.10, Shanghai
Demand coming from the LBD Project Delivering new standard and teaching materials Effective teacher’s training and continuously supporting Research on cultivating Children’s Social Emotional Competence Building up learning communities
Thanks to Dr. Wei Yu All Colleagues in RCLS and Thinktank: Handsbrain Education Teachers in Experiment Schools LAMAP , France GE Foundation Li Ka Shing Foundation
Thanks for your attention!
